Improving Systems, Practices and Outcomes

Archived NECTAC Publications
(Prior to 2006)

While some of our pre-2006 publications may have some shelf-life left, others have been superceded by more recent work. Please contact us if you have questions about our publications in Archive status.

Listed by Most Recent Date

Part C Lead Agencies

Danaher, J.

Part C of the Individuals with Disabilities Education Act (IDEA) requires that the governor of each participating state/jurisdiction designate a Lead Agency for the purpose of carrying out: general administration and supervision; identification and coordination of all available resources; assignment of financial responsibility to the appropriate agencies; development of procedures to ensure that services are provided in a timely manner pending resolution of any disputes; resolution of intra- and interagency disputes; and, development of formal interagency agreements.

NECTAC Notes, No. 26, (2011), 4 pp.

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Assistive Technology and Diversity Issues - Minibibliography

Goode, S. (Ed.)

An annotated bibliography presenting resources related to assistive technology and diversity.

NECTAC, (2005), 5 pp.

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Challenges in Evaluating Psychosocial Interventions for Autistic Spectrum Disorders

Lord, C., Wagner, A., Rogers, S., Szatmari, P., Aman, M., Charman, T., Dawson, G., Durand, V., Grossman, L., Guthrie, D., Harris, S., Kasari, C., Marcus, L., Murphy, S., Odom, S., Pickles, A., Scahill, L., Shaw, E., Siegel, B., & Sigman, M.

This paper provides a summary of a 2002 National Institutes of Health meeting "Research on Psychosocial and Behavioral Interventions in Autism: Confronting the Methodological Challenges", including presentations, discussions and recommendations to federal and private agencies involved in either funding or supporting research and training in autism.

Journal of Autism and Developmental Disorders, December 2005, 35(6), pp. 695-708.

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Early Identification of Culturally and Linguistically Diverse Children (Aged 0-5) - Minibibliography

Goode, S., Shaw, E., Ringwalt, S., & Ayankoya, B. (Eds.)

An annotated bibliography presenting resources related to the early identification of culturally and linguistically diverse children.

NECTAC, (2005), 9 pp.

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Funding of Assistive Technology for Infants, Toddlers and Young Children with Disabilities - Minibibliography

Goode, S. (Ed.)

An annotated bibliography presenting resources exploring the various assistive technology funding sources for infants, toddlers and young children with disabilities.

NECTAC, (2005), 5 pp.

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The Impact of Abuse, Neglect and Foster Care Placement on Infants, Toddlers and Young Children: Selected Resources - Minibibliography

Shaw, E., & Goode, S.

The Individuals with Disabilities Education Act (IDEA) requires states participating in Part C to refer for early intervention (EI) services any child under the age of 3 who is involved in a substantiated case of child abuse or neglect. The Child Abuse Prevention and Treatment Act Reauthorization Act (CAPTA) also requires states that receive CAPTA funds to refer children under age 3 who are involved in a substantiated case of abuse or neglect to Part C early intervention services. This minibibliography contains a selection of resources related specifically to the incidence and impact of abuse or neglect on very young children, and related policy issues.

NECTAC, (2005), 13 pp.

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The Long Term Economic Benefits Of High Quality Early Childhood Intervention Programs - Minibibliography

Diefendorf, M., & Goode, S.

An extensive body of research indicates that high quality early intervention for at-risk infants, toddlers and young children and their families is a sound economic investment. Studies have found a number of long-term cost savings in terms of decreased grade repetition, reduced special education spending, enhanced productivity, lower welfare costs, increased tax revenues, and lower juvenile justice costs. This minibibliography provides a selection of articles, reports, and book chapters that review some of the major findings on this topic. Some of the included studies focus on services for young children with disabilities, although most address early intervention for children who are at risk for adverse developmental outcomes due to poverty and other environmental factors.

NECTAC, (2005), 9 pp.

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Policy Issues and Intervention Strategies for Young Children Prenatally Exposed to Drugs or Alcohol: Selected Resources

Shaw, E., & Goode, S.

An annotated bibliography presenting resources related to policy issues and early intervention strategies for children affected by illegal substance abuse, or withdrawal symptoms resulting from prenatal drug exposure.

NECTAC, (2005), 10 pp.

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Selected Resources on Financing Early Childhood Systems to Support Inclusive Options for Young Children with Disabilities - Minibibliography

Whaley, K., Goode, S., & deFosset, S.

An annotated bibliography presenting resources related to financing early childhood systems to support inclusive options for young children with disabilities.

NECTAC, (2005), 5 pp.

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Transitions From Infant Toddler Services to Preschool Education - Minibibliography

Whaley, K., & Goode, S.

An annotated bibliography presenting resources related to transitions from infant toddler services to preschool education.

NECTAC, (2005), 9 pp.

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Recruiting and Retaining Diverse Parent Representation on Interagency Coordinating Councils

Swett, J., Xiong, D., Ayankoya, B., and Shackelford, J.

This document describes several ways ICCs can encourage and expand diverse parent representation on councils and committees. Although it specifically concerns parent members, this paper can also be useful for general recruitment of diverse members.

NECTAC Notes, No. 17, (2004), 8 pp.

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Revisiting a Comparison of Eligibility Policies for Infant/Toddler Programs and Preschool Special Education Programs

Danaher, J., Shackelford, J., & Harbin, G.

In this study, the authors repeated an earlier analysis and comparison of state eligibility policies under the Individuals with Disabilities Education Act (IDEA), and the preschool special education program, Part B, Section 619, of IDEA. The impact of federal and state policy changes in the intervening years on the prospects for continuity of eligibility as children move from Part C to Part B was investigated. The analysis revealed fewer states in which discontinuity was a concern (21, down from 27). States in which continuity was either "very likely" or "somewhat likely" increased from 24 to 30. The authors discuss policy options affecting continuity of eligibility across the early childhood programs of IDEA and the relevance of their findings for realizing the purposes of IDEA.

Topics in Early Childhood Special Education, 2004, 24(2), pp. 59-67

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State ICC Overview: Policies, Programs, and Practices of State Interagency Coordinating Councils Under IDEA

Shackelford, J. (Ed.)

Presents information on the composition and membership, parent roles and participation, structure and organization, and roles and functions of the ICCs in 40 states and jurisdictions. It includes information about local or regional ICCs and their relationship to the state ICC. The full text of those portions of the federal regulations (prior to reauthorization) pertaining to state ICCs is included.

NECTAC, (2003), 71 pp.

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Progress in Providing Services to Young Children with Special Needs and Their Families: An Overview to and Update on the Implementation of the Individuals with Disabilities Education Act (IDEA)

Trohanis, P. L.

This paper presents a historical look at IDEA and its progress in providing services to young children with special needs and their families. (PDF: 659kb)

NECTAC Notes, No. 12, (2002), 18 pp.

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Assuring the Family's Role on the Early Intervention Team: Explaining Rights and Safeguards

Hurth, J. L., & Goff, P. E.

Presents a synthesis of innovative practices and ideas for explaining procedural safeguards to families in ways that are supportive of their role as partners in the early intervention process.

NECTAC, (2002), 13 pp.

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Online Workshop on Web-Based Training Demonstration CD

Hurth, J., Diefendorf, M., Fire, N., & Kraus, R.

Take a beach retreat and dive into a sea of information on the Web-Based Training demo CD. The CD presents an online workshop: an overview to WBT, tools for creating WBT and a process for designing and producing WBT. (online workshop)

NECTAC, (2002).


Funding Early Childhood Mental Health Services & Supports

Wishmann, A., Kates, D., & Kaufmann, R.

This document was prepared for the Center for Mental Health Services, Substance Abuse and Mental Health Services Administration, and Child Adolescent and Family Branch, U. S. Department of Health and Human Services. [The full text of this resource is available on-line at ]

Georgetown University Child Development Center, (March 2001), 76 pp.


Design Considerations for State TA Systems

Trohanis, P. L.

This three-part workbook is intended to serve as a planning resource for state officials to help them think strategically about the coherent design and effective operation of their technical assistance (TA) systems. Part I: Foundations and Perspectives of TA Design provides background information about TA along with selected previously published readings presented in Part II: Three Selected Readings on TA. Part III: Workbook for TA Design includes a series of worksheets to be used as discussion tools for state planning teams. This planning resource aims to present the considerations of state TA systems design with the ultimate goal of improving the quality of local service programs and their results with children and youth with special needs, birth-21, and their families. The notebook and three-hole page format allows team members to easily use selected materials. State planning teams may copy and disseminate the materials as needed.

NECTAC, (2001), 90 pp.

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The Evolution of Transition Policy for Young Children with Special Needs and Their Families: Past, Present, and Future

Rosenkoetter, S. E., Whaley, K. T., Hains, A. H., & Pierce, L.

Early childhood transition policies provide an excellent case study of the types of events that can lead to policy change over time. This article describes the types of early childhood transitions that have received policy development and the types that remain unguided by federal or state policy.

Topics in Early Childhood Special Education, 2001, 21(1), pp.3-15

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Making a Difference by Involving Fathers

Arndt, B. (Ed.)

Presents stories shared by fathers about their views and experiences being fathers of children with disabilities

Early Childhood Bulletin, Summer 2001, 6 pp.

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Reflections on Early Childhood

deFosset, S., & Shields, M.

Three young adults with disabilities share their reflections on how their success and self-determination was shaped by their childhood experiences. This 10:46 minute video is available on VHS cassette. (The full transcript is available.)

NECTAS, (2001), 10:46 mins.

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Areas of Agreement about Effective Practices Among Programs Serving Young Children with Autism Spectrum Disorders

Hurth, J., Shaw, E., Izeman, S., Whaley, K., & Rogers, S.

This journal reprint examines the commonalities and differences among nationally known critical program practices. This study presents preliminary results from a NECTAS-sponsored autism forum activity about areas of agreement about effective practice.

Infants and Young Children, 1999, 12(2), pp. 17-26.

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Embedding Personnel Development into Early Intervention Service Delivery: Elements in the Process

Striffler, N., & Fire, N.

This journal article reprint presents a model for planning and implementing a comprehensive system of personnel development that is inextricably linked to the service delivery system. It discusses the 12 key elements that comprise the model and the relationships among the elements. The authors outline potential benefits for providers, families, and state and community planners.

Infants and Young Children, 1999, 11(3), pp. 50-61.

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NECTAS Resource Collection on Autism Spectrum Disorders

Whaley, K., & Shaw, E. (Eds.)

A collection of materials to serve as a resource on autism spectrum disorders (ASDs). The packet includes several sections: full text of several articles that present an overview to ASDs, and that discuss treatment approaches; descriptions of national resources on ASDs; list of OSEP-funded early childhood projects that are developing and/or disseminating program models or model components for providing services to young children with ASDs and their families; descriptions of print and video resources on ASDs developed by OSEP-funded early childhood projects; and an annotated bibliography of resources focused on the following: overviews of ASDs; assessment and diagnosis; neurological, biological, and genetic influences; educational approaches and interventions; family, and sibling support; individual and family perspectives; and books on ASDs for children.

NECTAC, (1999), 181 pp.


One Mother's Reflections: Recent Reading About Autism

Ziegler, M.

This issue of Early Childhood Bulletin was developed to provide parents and their professional partners serving on Interagency Coordinating Councils with a useful resource to disseminate to other parents and service providers and to suggest directions for further reading.

Early Childhood Bulletin, Winter 1999, 6 pp.

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Services for Young Children with Autism Spectrum Disorder: Voices of Parents and Providers

Sperry, L., Whaley,. K., Shaw, E., & Brame, K.

This journal article reprint presents perspectives regarding service systems for children diagnosed with autism spectrum disorder. It identifies points of convergence in the area of collaboration, family support, financial issues, equity, early identification, advocacy, training, and transition. It discusses emergent themes analyzed from focus groups conducted at NECTAS-sponsored national meetings.

Infants and Young Children, 1999, 11(4), pp. 17-33.

Conflict Management in Early Intervention: Problem-Solving Negotiation

Gittler, J., & Hurth, J.

This journal article reprint describes the use of the problem-solving negotiation model to resolve disputes arising under Part C of IDEA. It describes the need in early intervention systems for formal education and training in problem-solving negotiation. (Note: This article is a companion to the article "Conflict Management in Early Intervention: Procedural Safeguards and Mediation," listed below.)

Infants and Young Children, 1998, 11(1), pp. 28-36.

Conflict Management in Early Intervention: Procedural Safeguards and Mediation

Gittler, J., & Hurth, J.

This journal article reprint reports the findings of a study of conflict management in early intervention systems, and examines the use of mediation as an alternative or supplement to the use of administrative hearings and litigation. (Note: This article is a companion to the article "Conflict Management in Early Intervention: Problem-Solving Negotiation," listed above.)

Infants and Young Children, 1998, 11(1), pp. 15-27.

Constructing an Interagency Funding System for Early Intervention Services

Kates, D.

This journal reprint examines the major funding sources for early intervention services and the issues that arise when resources are combined, such as which funding source is first or last payer, the use of family resources, determination of medical necessity, and the provision of service coordination. Strategies to address these issues are discussed.

Infants and Young Children, 1998, 11(2), pp. 73-81.

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Family Experiences: Ways to Lead Change Through Telling Your Story

Gabbard, G.

This Early Childhood Bulletin focuses on ways parents can shape their stories so that key themes are emphasized and improvements are made within a program or system. The author includes key issues to consider in preparing and presenting a story.

Early Childhood Bulletin, Spring 1998, 6 pp.

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Service Coordination Caseloads in State Early Intervention Systems

Hurth, J.

Describes four service coordination models used in state early intervention systems: dedicated service coordination, early interventionist and service coordination, interagency service coordination, and interim or intake service coordination. Examples of caseloads in states using these models are presented.

NECTAS Notes, No. 8, (1998), 6 pp.

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Enhancing Family Roles in EI Programs

Popper, B.

This Early Childhood Bulletin explores issues to consider for involving the diversity of parents in the activities of their state interagency coordinating councils (ICCs) and the range of roles they can play.

Early Childhood Bulletin, October 1997, 4 pp.

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Planning and Implementing a Finance System for Early Intervention Services

Striffler, N., Perry, D., & Kates, D.

The journal article reprint discusses an interactive process model and related technical assistance strategies for planning and implementing a finance system for early intervention services. The model emphasizes collaboration with key stakeholders, vision development, resource identification, problem analysis, strategy development, and implementation. The application of the planning process is detailed within the framework of three state case examples.

Infants and Young Children, 1997, 10(2), pp. 57-65.

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Resources Related to Children and Their Families Affected by Alcohol and Other Drugs (3rd Edition)

Melner, J., & Shackelford, J., et al.

Lists resources that serve young children and their families affected by substance use, including national training and information resources, state programs and agencies, and federal and private funding sources.

NECTAS, (1997), 24 pp.

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Comparison of Eligibility Policies for Infant/Toddler Programs and Preschool Special Education Programs

Harbin, G., Danaher, J., & Derrick, T.

Analyzes state Part H and Part B eligibility policies for discontinuity between the two policies, for the nature of the discontinuity, and for which children are most likely to be affected by the discontinuity.

Topics in Early Childhood Special Education, Winter 1994, 14(4), pp. 455-471.

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Planning for Successful Inservice Education for Local Early Childhood Programs

Trohanis, P. L.

Written for leadership personnel who design inservice education for personnel serving children, birth to 6 years of age, with disabilities and their families, the paper details an approach for developing an inservice plan.

Topics in Early Childhood Special Education, Fall 1994, 14(3), pp. 311-332.

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Guidelines and Recommended Practices for the Individualized Family Service Plan (2nd ed.)

This monograph presents identified best practices in the development of Individualized Family Service Plans (IFSP) as required for families who have young children with disabilities, by Public Law 99-457, the Education of Handicapped Act Amendments (1986).

NECTAS & Association for the Care of Children's Health, (1991), 200 pp. (approx.)

Availability: Contact us for hard copy pricing; and ERIC, ERIC (No. ED336907)

CBAM (Concerns-Based Adoption Model)

Loucks, S.

Presents a framework to describe changes people undergo as they adopt new programs, and how they can be helped to make those changes in an effective, efficient, and humanistic way.

TADS Outreach Series, Paper #2, (1983), 25 pp.

Availability: Contact us for hard copy pricing; and ERIC, ERIC No: ED233524

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Early Childhood Technical Assistance Center

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The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P120002 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy.

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  • OSEP's TA&D Network:IDEAs that Work